Session+10+ISA+14

(see the list of all sessions at http://isarc10internetforum.wikispaces.com/ISA+2014 )

Title:

Wednesday, July 16, 2014: 03:30 PM - 05:20 PM, Yokohama, Booth 65
Session Organizer and chair Eleni NINA PAZARZI **Professor:** University of Piraeus 8 Voutsina str, Papagou, 15669 Bussiness administration Athens, Greece **Phone Number:** 0030 2104142190 **Email:** enina04@yahoo.gr -- Will not be published Session Organizer and chair Iasonas LAMPRIANOU **Lecturer:** University of Cyprus Agrafon 22A Strovolos Social and Political Sciences Nicosia, 2027 Cyprus **Phone Number:** 0035799693274 **Email:** iasonas@ucy.ac.cy -- Will not be published

Format: Oral Is this an invited session?: N Language: English Research Committee: RC10 Participation, Organizational Democracy and Self-Management (host committee)

Abstract id# 51209 Community, Social Participation and Education
 * Utasi AGNES**, Department of Sociology, University of Szeged, Budapest, Hungary

Abstract Text: The starting point for the experiment presented in this paper was the conception that active communal and social life creates an increased individual demand for participation in public life. Consequently, active social participation could renew the democratic functions of society. At the beginning of the research it was assumed that under the present social circumstances of new capitalism the reformation of democracy, its ‘re-democratisation’ is essential. We observed the proportion of those communities and people in the society who are capable to formulate and enforce their interests, and we also considered the possibilities how this proportion could be increased. Social participation was measured with a persistent index in which the indicators of social life, public attitude and public praxis were aggregated. The level of social participation was described in our national representative survey (Hungary, 2009, N= 1051) with a 5-category hierarchical index that we derive from cluster analysis. Only 3, 6% obtained the top-level index and 17, 4% got the second highest results. The members of these two groups had a wide range of social relationships, an intensive communal praxis and demand for social participation; moreover, their public attitude, their public participation and their public-political praxis were significant as well. According to the statistics of linear regression, the chance for getting into the two upper groups depended on participants’ childhood social praxis and their level of education. In other words, the most active participants of social and public life already started to form social connections in their childhood. Later, in their adulthood, the high level of education enabled them to comprehend the necessary information about public issues and initiates their active social participation. Prof. Dr. Agnes UTASI University of Szeged utasi@mtapti.hu
 * //Community, social participation and education//**
 * //( Abstract)//**

Abstract id# 62898 Inequality in Students' Citizenship Participation Across Countries
 * Daniel MIRANDA**1, Cristián COX2, Martín BASCOPE2 and Macarena BONHOMME3, (1)School of Psychology, Faculty of Social Sciences, P. Universidad Católica de Chile, Santiago, Chile, (2)Centro de Estudios de Políticas y Prácticas en Educación, Faculty of Education, P. Universidad Católica de Chile, Santiago, Chile, (3)MIDE UC, P. Universidad Católica de Chile, Santiago, Chile

Abstract Text: Citizenship participation is a key element to sustain and legitimize the democratic system. Although citizens are assumed to have similar rights, the empirical evidence suggests that participation is characteristic of those with higher socioeconomic background (Brady, et. al., 1995). Furthermore, these inequalities would have an intergenerational transmission (Verba, Burns & Schlozman, 2003): children with well-educated parents have the knowledge, skills and attitudes for participate in a more effective way. The main objective of this study is to analyze the individual and contextual (school and country) elements that can mitigate/strengthen the impact of the social background on student´s citizenship participation, guided by the following questions: To what extent students’ participation levels differ across countries? Are these differences related to contextual factors? Do contextual factors affect the link between students’ background and participation? The central hypothesis in this study is that country contextual economic indicators as well as democratic indicators influence both participation and the impact of background on participation. In particular, we expect that in countries with higher inequality indexes the influence of students’ and school socioeconomic background on participation is stronger, reason why we pay special attention to Latin America, the region of the world with the high income inequality worldwide. The present paper analyzes data from the International Civic and Citizenship Study 2009 (N=140,000, 38 countries). The main object of study is citizen participation, composed by two dimensions: present-future and civil-civic. Whereas civil participation refers to activities that involve interaction with the local communities, civic participation is conceived as related to formal institutions. Preliminary multilevel results show that the association between socioeconomic background and participation is strong and varies across countries, however shows different patterns depending on the kind of participation. Some country context dimension has an effect on the levels of participation. Comparison among regions will be discussed.

Abstract id# 35490 Democracy and Education: A Strategic Alliance For The Exercise Of Future Freedom. The Case Of Argentina
 * Alejandro M. LIBERMAN**, Member, Libertad & Progreso Foundation, Buenos Aires, Argentina

Abstract Text: Argentina today finds itself in the midst of a crisis, with a weakening democracy and an education system in decline. Any solution to the country’s current problems must focus on not one or the other of these issues, but on the two together, as inseparable. The discussion presented here will first focus on the school as a highly planned and compulsory training institution for minors. Second, social networks and new technologies will be considered inviting a rethink of the inclusion of these non-mainstream tools in the fields of intensive training. In fact, both the democratic transition and the educational system can be studied from the political point of view as an alliance and strategy for the construction of citizenship where students now have extended power coming out of the classroom and are intertwined with the adult world and "control". From there, decentralization and participation mechanisms were built in that focused on serving and satisfying the diffuse demands of its citizens. Thus, the expansion of the democratic base with the introduction of students trained in an irreversible process as is the information era and digital culture has led to a dislocation of representation and alliances. As such, the discussion here will briefly include how new political consensus, access to education and new social networks have strengthened democratic processes around the world. In particular, it will be asserted that the new school within and with the democratic context in Argentina comprise a strategic alliance that must be ensured in order to discourage the development of undemocratic contexts conducive to coups or destabilizing conflict. In the first part, the current situation regarding democracy and education in Argentina will be presented. Next, an analysis of this situation will be given. Finally, conclusions and some ideas for future changes will be proposed.

Abstract id# 33396 Segregation Of Roma Children In The Czech Educational System Abstract Text: One of the most serious forms of discrimination in the CR is the discrimination against Roma children in primary education. Despite conclusions by the ECHR from 2007 in the case of D.H. vs. CR, which stated that there was discrimination and a violation of the right to education of the Roma children by placing them into so-called special (currently called practical) schools, a third, and in some municipalities one half, of Roma children receive education in these type of schools. The Concept of Roma Integration adopted by the Czech government also includes the removal of obstacles in regard to Roma children’s access to education and the aim to abolish segregation in education. One part of this is making changes to the work of pedagogical and psychological centers (which have to diagnose a child with disorders in order for it to be placed in a special school) in terms of improving their diagnostic methods and their work with socially disadvantaged children. In April 2010, the Czech Ombudsman concluded that the disproportionally high number of Roma children who are placed in such schools based on recommendations of the school counselling institutions, without being diagnosed with mental disorders, is indirectly discriminatory. Due to the segregation of Roma in education, the CR is continuously criticised by international institutions but, despite this, no efficient regulation has been adopted to remove this type of discrimination. By analyzing governmental policies, the psychological tests, which promote segregation and by interviewing civil society activists who seek to change the discriminatory practice I hope to explain in this paper how it is possible in the EU context to carry on with detrimental and costly policy of exclusion of some of the Czech citizens from the education process and what are the main consequences of such approach.
 * Selma MUHIC DIZDAREVIC**, Faculty of Humanities, Department of Civil Society Studies, Charles University, Prague, Czech Republic

Abstract id# 48905 Women in Higher Education in India: Patterns of Exclusion
 * Prof. K.M BASAVARAJAPPA**, Navodaya Medical College, RAICHUR, India

Abstract Text: Women taking to higher education have been on the steady rise in India with many institutions of higher education having women in equal number to men if not more. But there appears to be something more than what meets the eyes since this quantitative shift is not matched by the qualitative content. The present review article seeks to probe into gender considerations and their implications for higher education in Indian context. An attempt is made to analyse and substantiate the situation based on information available with various government and developmental agencies. Having analysed social reality pertaining to the state and status of higher education and the major limitations and constraints in achieving the envisaged and aspired levels of expansion, excellence, quality and access for its inclusivity, the article reveals that several gender considerations come to condition the statics and dynamics of higher education, including access, exclusion, distribution and composition and even the governance of institutions of higher education and the centres of excellence. An attempt is made to ascertain how the quantitative growth in women taking to higher education alone could be misleading and a misconception about the status of women’s education without a corresponding change in the qualitative aspects such as relative importance and value of the courses in terms of opportunity for employment, importance of the sector that the courses offered can open for women, that is, the extent to which the higher education being accessed by women can empower them in true sense of the term.

Children`s and Preschool Teacher`s Photographs of New Preschool Architecture: Issues of Participation and Interpretation paper transferred from session 13 Childhood and participation Abstract Text: In an ongoing project (2013-2014) about children´s and preschool teacher´s interactions with and experiences of new architecture/physical environment, young children between 2-5 years and their preschool teachers has photographed the physical and social environment. A numbers of photo-elicitated interviews with the preschool teachers had been held over the summer too. These actions have created increased awareness of the relationship between the physical and social environment and generated a lot of communication and interpretations among all involved. The project continues during the wintertime. The aim of the project, (inspired from action research, new childhood sociology, phenomenology) is to create knowledge (on basis of experiences, narratives, observations/field notes, photos/visual knowledge) about the preschool environment, which might qualify the discourse of kindergartens and the new architecture. The architecture in new childcare-institutions breaks on several points with the former idea of "kindergarten" (small environments with an emphasis on domesticity, development and play). The new preschools in Denmark are bulky, contains many children (some more than 200 children), and are highly transparent (widespread use of glass in both interior and exterior walls). The new architecture is based on (neoliberal) ideas of flexibility and puts the emphasis on early childhood learning. But one thing is the ideas of politicians, architects and builders, another is how the buildings are "lived" and coded/decoded (Bernstein) and experienced by the participants. The paper and presentation will focus on issues of interpretation visual data and dilemmas experienced during the process of cooperation with the preschool teachers and children. A key issue is the asymmetry between children and adults: preschool teachers play a key role in the interpretation of children's photos, while it is difficult to invite and involve children (2-5 years) to interpret their own photos and words.
 * Kim RASMUSSEN**, Dept. of Psychology and Educational Studies, Roskilde University, Roskilde, Denmark

Abstract id# 67762 Paper withdrawn Corporate Governance As a Tool of Promoting Social Participation
 * Aristea SINANIOTI**, University of Piraeus, University of Piraeus, Athens, Greece

Abstract Text: Corporate governance is defined as the system, by which, companies are managed and controlled. Corporate governance stipulates specific propositions for the most reasonable and efficient management of any company and its stakeholders. My paper will present how corporate governance will satisfy the company mission and at the same time the objectives of the shareholders, employees, customers and the environment, in general. The introduction of regulations of corporate governance balances the forces that participate in the corporate-decision making process and it strengthens the control mechanisms of the proper company’s operation. Therefore, the persons that exercise the company’s management are given the means which will guide them towards achieving present and future corporate initiatives within the societal realities faced in all environments the company operates.

Abstract id# 39097 Paper withdrawn Dimensions and Indicators for the Evaluation of Public Engagement of Higher Education Institutions
 * Andrea VARGIU**, Department of Humanities and Social Sciences, Università di Sassari, Sassari, Italy

Abstract Text: The expression "third mission" is generally used to refer to universities' direct and indirect contribution to society. Some authors maintain the idea that a relevant aspect of third mission concerns public engagement of universities. Through public engagement, universities can play a relevant role in fostering participation and fighting inequalities. That is most true whereas sociology aims at a stronger “public” impact. Relevance and visibility of institutions' as well as scholars' public engagement is connected with the possibility of accounting for it. The debate about the evaluation of teaching and research is quite advanced and so are assessment instruments and techniques (although far from producing generalized consensus). Confrontation on the assessment of public engagement lags behind, although some significant advancements exist. The paper presents and discusses possible dimensions and indicators for the evaluation of public engagement of universities, on the basis of analysis of both mainstream publishing and grey literature. Indicators for institutional public engagement are subsumed in a common framework which encompasses them within six domains or dimensions, such as: mission, governance and overarching institutionalized strategies for public engagement; research; student engagement and educational outreach; dissemination; accessibility and use of facilities; community partnerships, stakeholders' relations and participation in external activities. Conclusions propose a shortlist of indicators identified on the basis of their validity and feasibility, as well as taking into consideration critical aspects pointed out in discussion.

Abstract id# 66484 Paper withdrawn “ Naval Education in Greece: Institutional and Organizational Framework”
 * Georgia PAZARZI**, Maritime Studies & Bussines Administration, University of Piraeus & Bussines College of Athens, ATHENS, Greece and Michalis PAZARZIS, Maritime Studies, University of Piraeus, ATHENS, Greece

Abstract Text: The colleges of naval education in Greece have been institutions which aim to provide education to young men and women who wish to follow the maritime profession. The research has shown a variety in the backgrounds and professional qualifications of trainers in these colleges. Participation in the institutions of naval education provides the students the necessary qualification for getting a job in the maritime sector, a sector which even during this period of economic crisis remains in good standing. The role of education in this field is acknowledged to offer opportunities for employment and upward mobility to the graduates of these colleges